Fostering self-directed Italian and English language learning in the context og higher education

Abstract

The paper adresses the issue of facilitating out-of-class language learning through homework completion strategy instruction. Homework assignment is a paramaunt part of foreign language learning process in the context of higher education. However, a great number English and Italian learners at the Intermediate (B1) and Upper-Intermediate (B2) levels can not achieve better academic outcomes as they are unfamiliar with a range of techniques that can profoundly increase productive self-learning outside the classroom. Given these difficulties, instructing foreign language learners in the use of strategies for completing homework assignments could be beneficial for enhanced efficiency of their learning experience out-of-class. The study was conducted through reviewing research literature and qualitative data of questionnaires completed by Italian and English students with the objective of identifying learning strategies that guide them through the process of homework completion towards a desired outcome. The study has shown that the more cognitive manipulations students do with the homework material, the more efficient and effective learning is. So, to increase learners’ command over a variety of strategies for homework completion, this paper suggests Homework Processing Strategy which learners can actively employ while learning a language independently. Homework Processing Strategy refers to transforming the homework content into the end product of their learning process that records deeper proficiency in understanding and using a language. This can be achieved through various techniques like self-questening, filtering, highlighting, paraphrasing, visualizing and others, which constitute improved language performance at home. Homework Processing Startegy is designed not only to enchance homework performance but also equip Italian and English learners with self-study skills invaluable in foreign language acquisition. Moreover learners can transfer this strategy to new contexts for maximizing overall academic performance.